Ha, good one Mike! College today IS largely junior high with students and parents expecting a lot of hand-holding, and they want a teacher (not some idea of a professor) to arrange power-point show and tell and mickey mouse class activities that are largely high school games where they can get participation credit. Don't get me started ;-) I am totally wrapped up in trying to engage my students as best I can and any sound interaction to improve their reading comprehension skills is a plus for me. Gary
Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [email protected] >>> Michael Smith <[email protected]> 5/11/2009 2:23 pm >>> Perhaps they shouldn't be allowed into university. University is after all supposed to be a school of HIGHER learning, not a junior-high --Mike On Mon, May 11, 2009 at 10:30 AM, Joan Warmbold <[email protected]> wrote: > http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm > > In the 1980's while at the University of Illinois, Ann Brown developed a > terrific strategy on reciprocal teaching that is basically what Gary has > described below--an ongoing interaction between the instructor and > students clarify the major ideas, answer questions, making predictions, > etc. The above URL takes you to an excellent description of this process. > However, if you google "reciprocal teaching" you will also get to various > other sources for how to use this strategy to improve readers' > comprehension, one of which even includes a film of a teacher practicing > this procedure with students. > > Joan > Joan Warmbold Boggs > Professor of Psychology > Oakton Community College > [email protected] > > > > > > I think it would be a useful class exercise to give students--as you did > > here--some paragraphs and explore what the author was saying, what the > > major point was, and what other ideas, assumptions, suggestions might be > > found in that paragraph. Then, when it comes to summarizing it or > > paraphrasing, students should have a better sense of how the points > > covered can be described differently while retaining and giving credit to > > the key ideas the author presented. At the same time, such exercises, in > > groups or as class activities, might help with problems of reading > > comprehension. Gary > > > > > > Gerald L. (Gary) Peterson, Ph.D. > > Professor, Psychology > > Saginaw Valley State University > > University Center, MI 48710 > > 989-964-4491 > > [email protected] > > > >>>> <[email protected]> 5/10/2009 9:05 pm >>> > > > > > > I agree that the Indiana site is one of the best ones to send > > undergraduates to, especially because of that certificate of completion > > that can be mailed directly to you. > > > > > > > > And for a little shameless self-promotion, in the future you should > > consider having your students read my short piece in Eye on Psi Chi > titled > > "Avoiding those little inadvertent lies when writing papers": > > http://www.psichi.org/Pubs/Articles/Article_666.aspx : > > > > > > > > Miguel > > > > > > > > > > > > ----- Original Message ----- > > From: "Paul C Bernhardt" <[email protected]> > > To: "Teaching in the Psychological Sciences (TIPS)" > > <[email protected]> > > Sent: Sunday, May 10, 2009 8:32:11 PM GMT -05:00 US/Canada Eastern > > Subject: RE: [tips] Reality check > > > > I am finding the same patterns increasingly. I do not think I have become > > better at spotting the pattern. I think that there is an increasing level > > of acceptance of these kinds of plagiarism, possibly due to an attitude > of > > "I got it off a web page, there is no ownership on the internet, > > therefore, I can't be stealing." > > > > I, too, will have my students complete the Indiana University School of > > Education (Bloomington) tutorial, requiring each supply me with their > > certificate of completion by the end of the first week of the course. > > Here's the link: > > > > http://www.indiana.edu/~istd/ > > > > Paul C. Bernhardt > > Department of Psychology > > Frostburg State University > > Frostburg, Maryland > > > > > > > > -----Original Message----- > > From: DeVolder Carol L [mailto:[email protected]] > > Sent: Sun 5/10/2009 5:00 PM > > To: Teaching in the Psychological Sciences (TIPS) > > Subject: RE: [tips] Reality check > > > > Thank you all for your comments and suggestions. I have been grading > > papers nonstop for several days now (with a brief recess for graduation). > > Generally, what I am finding is that my C and D students are the ones who > > are stringing together sentences that are not their own. I start reading > a > > paper that is grammatically poor, maybe started with the phrase "In this > > paper I am going to talk about..." and then suddenly shifts to a > > beautiful, fully-formed sentence or set of sentences. Of course I Google > > it immediately and sometimes have some luck, other times it doesn't come > > up. If I am still suspicious, I go to the database and look up the > > original article. Students sometimes reference the article, although > there > > have been some who have omitted references. Sometimes I find entire > > paragraphs taken verbatim, other times I find phrases here and there, > > interspersed with other phrases lifted from other articles. I believe the > > student could not figure out a way to rephrase what the article said, and > > took the lazy (and deceitful) way out. I would rather have a poorly > > written paper(poor from a grammatical standpoint) than one in which the > > student made no attempt to understand the material. One the other hand, I > > had one student who wrote her paper on stroke because both her sister and > > father had strokes and she wanted to understand what happened in each > > case. She told me that one of her articles was too difficult and she was > > going to find an article that she could understand. I respect that. I > > believe if I repeat this assignment, I am going to have all students > > complete a plagiarism tutorial before handing in their papers, and as Tim > > mentioned, I'm not going to wait until the end of the semester to collect > > the papers. I can't remember which school has the excellent plagiarism > > tutorial--one of the Indiana Schools? > > > > Thanks again, I appreciate your collective insight. If nothing else, I'm > > learning a great deal (though becoming somewhat more cynical as I do). > > > > Carol > > > > > > Carol L. DeVolder, Ph.D. > > Professor of Psychology > > Chair, Department of Psychology > > St. Ambrose University > > 518 West Locust Street > > Davenport, Iowa 52803 > > > > Phone: 563-333-6482 > > e-mail: [email protected] > > web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm > > > > The contents of this message are confidential and may not be shared with > > anyone without permission of the sender. > > > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([email protected]) > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([email protected]) > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([email protected]) > > > > > > > > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) > --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
